Assessment is one of the most fraught and troublesome issues physical educators have had to deal with over the past 40 years or so. In light of the challenges this situation presents, in this paper we provide an overview of the international literature on assessment in school physical education. We give an account of both traditional and alternative forms of assessment, focusing in particular on recent approaches that may be considered belong to the latter category of assessment. We found that traditional assessment instruments such as Physical Fitness Tests and subjective assessment criteria such as grading students' effort and clothing have been popular approaches to assessment. We also found alternative assessment approaches now in use that have a stronger educational focus. Thus, while we consider that this overview of research studies provides evidence of genuine progress in an area that has been fraught with difficulties for physical education as an educational endeavour, there is work to be done to disseminate what we understand to be good assessment practices. In closing, we briefly note some further challenges for research on assessment in physical education.

/pdf/alternative-assessment-in-physical-education-a-review-of-ltwfzc3f9m.pdf

Alternative assessment in physical education: a review of international literature

In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students’ learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of content and language learning in our classrooms through the development of our own materials. The experience revealed a growth in professional development and how our motivation and autonomy influenced our students’ motivation and language development. In our attempt to disseminate our experience as a group, this report particularly focuses on the evaluation facets of our collaborative action research project so as to encourage other teachers and teacher-researchers to adopt collaborative action research to improve their own practices.

http://resig.weebly.com/uploads/2/6/3/6/26368747/banegasetal2013prepub.pdf

Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning

Teachers’ professional development is a key factor to have more reflective educators capable of working on teams to find solutions to problems that arise in their classrooms. The objective of this study is to analyze the impact that the collaborative planning, implementation, and evaluation of classroom projects, developed through collaborative action research, have in the professional development of in-service and pre-service teachers in a BA in English program. This is a qualitative research study focused on collaborative action research. Data were collected through journals, surveys, and meeting proceedings of collaborative sessions. As a result, it was possible to describe the processes and dynamics generated, as well as the changes perceived, which contributed to the professional development of the participants.

/pdf/the-role-of-collaborative-action-research-in-teachers-4brk7m4tk9.pdf

The Role of Collaborative Action Research in Teachers’ Professional Development

This paper presents the experience of a group of teachers who have developed action research (AR) dynamics for 15 years aimed at their professional development and teaching practice improvement. The focus is first on the importance of AR, collaborative dynamics and theory and practice relationships for in‐service teacher training. It also shows the different spiral and cycle stages carried out, as well as the group’s characteristics, its evolution during these 15 years and the annual operation structure currently in use. The results show the five large AR thematic spirals developed and the materials generated and disseminated. There is also an analysis of the main benefits and problems so far encountered. Finally, a series of reflections and conclusions on the implications of keeping such a workgroup for so long is detailed.

Fifteen years of action research as professional development: seeking more collaborative, useful and democratic systems for teachers

Purpose: A systematic review of the use of peer assessment in Physical Education in the last five years (2016–2020). Method: Four databases were used to select those articles that included information on peer assessment in Physical Education in the different educational stages. According to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, including the PICO (participants, intervention, comparators, and outcomes) strategy, after the exclusion criteria, 13 articles were fully assessed based on seven criteria: (1) year and author; (2) country; (3) educational stage; (4) type of paper; (5) purpose; (6) content; and (7) outcomes. Results: the results show that the research was geographically dispersed, although Spain and the USA had half of the articles reviewed. The research was carried out at all educational stages, although a greater focus was observed in higher education than in primary and secondary education. Quantitative, qualitative, and mixed research was almost equally represented, and dealt mainly with sports and games. Regarding the goals of the studies, a diversity of research so great that it produced a lack of continuity and coherence in the literature on the subject was found. The research results on the use of peer assessment showed an increase in the level of motivation, perceived teaching confidence and competence, and teaching self-efficacy. More research is needed on the benefits of the use of peer assessment on the self-regulation of learning and the critical thinking of students.

https://www.mdpi.com/2071-1050/12/21/9233/pdf

Peer Assessment in Physical Education: A Systematic Review of the Last Five Years

ResumenEn este articulo analizamos las relaciones de coherencia que deben existir entre el tipo de Educacion Fisica que se desarrolla y el sistema de evaluacion que se lleva a cabo. Esto es especialmente importante cuando nos basamos en programas de Educacion Fisica cooperativa. En un segundo punto realizamos un analisis critico de los modelos tradicionales de evaluacion-calificacion en Educacion Fisica. Posteriormente presentamos una propuesta alternativa que denominamos “Evaluacion Formativa y Compartida”, mas educativa y mas coherente con los nuevos planteamientos de la EF. Ha sido experimentada y desarrollada por un grupo de profesores de EF desde hace varios anos, a traves de dinamicas colaborativas de investigacion-accion educativa. Por ultimo, realizamos una serie de reflexiones sobre las mejoras que supone esta nueva propuesta respecto al modelo tradicional de evaluacion en EF.

Implicaciones de la evaluación en los enfoques de educación física cooperativa. El papel de la evaluación formativa y compartida en la necesaria búsqueda de coherencia

La evaluacion supone uno de los momentos mas controvertidos de la formacion inicial de los docentes de Educacion Fisica (EF). El estudio que presentamos trata de analizar sus vivencias ante este hecho, a traves del analisis de los sentimientos y emociones que genera la evaluacion entre los estudiantes, las interacciones entre profesores y alumnos en el proceso de evaluacion y los aspectos de la evaluacion mejor valorados. Para ello, utilizamos una encuesta, realizada a 491 profesores de 17 universidades espanolas, que se completa con 12 entrevistas personales. Los resultados nos permiten afirmar que los profesionales de EF sienten ansiedad y temor hacia la evaluacion; consideran fundamental la relacion entre profesores y estudiantes para mejorar su proceso formativo; y afirman que el conocimiento previo del sistema de evaluacion y su acuerdo son aspectos basicos para la motivacion del aprendizaje y la reduccion de los sintomas de tension

/pdf/los-procesos-de-evaluacion-y-sus-consecuencias-analisis-de-4h5h1mtu8x.pdf

Los Procesos de Evaluación y sus Consecuencias. Análisis de la Experiencia del Profesorado de Educación Física

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Fifteen years of action research as professional development: seeking more collaborative, useful and democratic systems for teachers

Implicaciones de la evaluación en los enfoques de educación física cooperativa. El papel de la evaluación formativa y compartida en la necesaria búsqueda de coherencia

Los Procesos de Evaluación y sus Consecuencias. Análisis de la Experiencia del Profesorado de Educación Física